Success in mathematics integrates knowledge, conjecture, and facility with a variety of mathematical concepts. The goal of mathematics instruction should be to produce learners who comprehend concepts, operations, and relationships in mathematics as well as proficiency in computation and the application of those concepts.The North Carolina Mathematics Standard Course of Study is organized in five strands or goals for K-8: Number and Operations, Measurement, Geometry, Data Analysis and Probability, and Algebra.
Middle grades content will highlight rational numbers and algebraic thinking. Students will develop fluency in solving multi-step equations and modeling linear functions.
The vision and philosophy described throughout this document are based on our goals in mathematics education for North Carolina students.
The six goals are for all students to develop:
Strong mathematical problem-solving and reasoning abilities;
A firm grounding in essential mathematical concepts and skills, including computation and estimation;
Connections within mathematics and with other disciplines;
The ability to use appropriate tools including technology to solve mathematical problems;
The ability to communicate their understanding of mathematics effectively; and
Positive attitudes and beliefs about mathematics.
These goals for our students in mathematics are the foundation for the rest of the document and guide the development of the critical areas in mathematics education. The National Council of Teacher of Mathematics first developed Standards for mathematics in 1989 in the hope that states would use them to guide their state mathematics frameworks. Adopting the NCTM Standards is completely voluntary.
NCTM's Principles and Standards for School Mathematics is organized around four grade bands (pre-K-2, 3-5, 6-8, and 9-12).
The Principles highlight the basic characteristics of a high-quality mathematics instructional program and provide guidance for making educational decisions. The 6 Principles
The 10 Standards, in Principles and Standards for School Mathematics, describe the mathematical knowledge, understanding, and skills that students should acquire from prekindergarten through grade 12. Five Standards describe the mathematical content that students should learn to be successful, and five highlight the mathematical processes that students draw on to acquire and use their content knowledge. Together, these 10 Standards define the basic mathematics that all students should have the opportunity to learn— regardless of their decision to move on to higher education or to the workforce immediately after high school. The 10 Standards
NCATE - The National Council for Accreditation for Teacher Education also has a set of 16 Program Standards for the Initial Preparation of Mathematics Teachers. Those 16 standards, along with a brief summary and numerous indicators, can be viewed in full by clicking on this link (16 NCATE/NCTM Standards). Mathematics - 6th Grade Mathematics - 7th Grade Mathematics - 8th Grade
Success in mathematics integrates knowledge, conjecture, and facility with a variety of mathematical concepts. The goal of mathematics instruction should be to produce learners who comprehend concepts, operations, and relationships in mathematics as well as proficiency in computation and the application of those concepts.The North Carolina Mathematics Standard Course of Study is organized in five strands or goals for K-8: Number and Operations, Measurement, Geometry, Data Analysis and Probability, and Algebra.
Middle grades content will highlight rational numbers and algebraic thinking. Students will develop fluency in solving multi-step equations and modeling linear functions.
The vision and philosophy described throughout this document are based on our goals in mathematics education for North Carolina students.
The six goals are for all students to develop:
- Strong mathematical problem-solving and reasoning abilities;
- A firm grounding in essential mathematical concepts and skills, including computation and estimation;
- Connections within mathematics and with other disciplines;
- The ability to use appropriate tools including technology to solve mathematical problems;
- The ability to communicate their understanding of mathematics effectively; and
- Positive attitudes and beliefs about mathematics.
These goals for our students in mathematics are the foundation for the rest of the document and guide the development of the critical areas in mathematics education.The National Council of Teacher of Mathematics first developed Standards for mathematics in 1989 in the hope that states would use them to guide their state mathematics frameworks. Adopting the NCTM Standards is completely voluntary.
NCTM's Principles and Standards for School Mathematics is organized around four grade bands (pre-K-2, 3-5, 6-8, and 9-12).
The Principles highlight the basic characteristics of a high-quality mathematics instructional program and provide guidance for making educational decisions. The 6 Principles
The 10 Standards, in Principles and Standards for School Mathematics, describe the mathematical knowledge, understanding, and skills that students should acquire from prekindergarten through grade 12. Five Standards describe the mathematical content that students should learn to be successful, and five highlight the mathematical processes that students draw on to acquire and use their content knowledge. Together, these 10 Standards define the basic mathematics that all students should have the opportunity to learn— regardless of their decision to move on to higher education or to the workforce immediately after high school. The 10 Standards
NCATE - The National Council for Accreditation for Teacher Education also has a set of 16 Program Standards for the Initial Preparation of Mathematics Teachers. Those 16 standards, along with a brief summary and numerous indicators, can be viewed in full by clicking on this link (16 NCATE/NCTM Standards).
Mathematics - 6th Grade
Mathematics - 7th Grade
Mathematics - 8th Grade